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Electrical Fields Part 2: Magnetism

Established Common Core State Standards:
PS2-3: Ask questions about data to determine the factors that affect the strength of
electrical and magnetic forces
PS2-4: Construct and present arguments using evidence to support the claim that
gravitational interactions are attractive and depend on the masses of interacting objects
PS2-5: Conduct an investigation and evaluate the experimental design to provide
evidence that field exist between objects exerting forces on each other even though the
objects are not in contact
What understandings are desired?
What essential questions will be
Students will understand that…
1. How are forces exerted over distance
 Electric and magnetic forces
2. What are the causes of the three different
(electromagnetic) can be attractive or
types of fields: gravitations, electric, and
repulsive, and their sizes depend on
magnitudes of the charges, currents or
How does distance contribute to the
magnetic strengths involved and the
different types of fields
distances between the interacting
4. How are gravitational, electric and
magnetic fields similar? Different?
 Gravitational forces are always
attractive. There is gravitational force
between two masses, but it is very
small except when one or both of the
objects have large mass (earth and
 Forces that act at a distance (electric
and magnetic) can be explained by
fields that extend through space and
can be mapped by their effect on a test
object (a ball, a charged object, or a
magnet respectively)
What key knowledge and skills will students acquire as a result of this unit?
Students will know…
Students will be able to…
 Electric and magnetic
 Ask questions that can be investigate
(electromagnetic) forces can be
within the scope of the classroom,
attractive or repulsive, and their sizes
outdoor environments, and museums
depend on the magnitudes of the
and other public facilities with
charges, currents, or magnetic
available resources and when
strengths involved and on the
appropriate, frame a hypothesis
distances between the interacting
based on observations and scientific
 Gravitational forces are always
 Construct and present oral and
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Earth and sun. post test 2. Write a summary using CER format (claim. Testing magnetism of different objects lab 3. There is a gravitational force between any two masses.g. but it is very small except when one or both of the objects have large mass – e. and gravitational)can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object. and reasoning) 1. Demostration lab 4. attractive. or a ball respectively)  written arguments supported by empirical evidence and scientific reasoning to support to refute an explanation or a model for a phenomenon or a solution to a problem Conduct an investigation and evaluate the experimental design to produce data to serve as the basis for evidence that can meet goals of the investigation Stage 2 – Determine Acceptable Evidence What evidence will show that students understand? Performance Tasks: Formative Other Evidence: Summative 1. evidence. magnetic. Stage 3 – Plan Learning Experience Page 2 of 4 . Conduct an experiment using various configurations of magnets. Create an Electromagnet 3. Forces that act at a distance (electric. Using various configurations of magnets Create an experiment that investigates the relationship between conductivity 2.

Day 6: In their notebooks students will draw pictures of magnetic poles. solenoid. and electromganet Page 3 of 4 . needle 2. magnet. picture. Graphic organizer made for vocabulary: word. Possibly make up questions for the video Day 2: Vocabulary Day and Comprehension 1. magnetic fields. Stopping and asking students what they think is important for every paragraph Day 5 Reading comprehension: The Earth’s Magnetic Field with 5 comprehension questions at the end Done as a whole class and added to our notebooks. Discuss with students after (10 min video) 2. This will be done whole class with the smartboard. Add to notebooks: make it a flip chart style with post-it notes to add to their notebooks Day 3: Magnetic Stations Students will explore different aspects off magnetism and how they work Each station has a graphic organizer and writing assessment Day 4 Reading comprehension: All About Magnets with ten comprehension questions at the 1.Learning Activities: We need to create a pretest for electricity part and one for magnetic * Day 1: (ENGAGE) Intro: Play Bill Nye edited version of magnetism http://www. magnetic field.teachertube. magnetic pole. and the earths magnetic field Students will be given bar magnets and iron fillings…they are to try to reproduce the picture displaying magnetic fields Given fill in the blank notes and will begin reading as a class…using smartboard will have students go up and fill in the blanks as we read Day 7: complete reading chapter 9 section 1 magnets and magnetic fields Then work on section review with students Day 8: review the vocabulary words: domain. magnetic field. sentenc 3. magnet. magnetic force. definition. Compass.

& McTighe.. G. Day 11 Test Wiggins. Page 4 of 4 . Understanding by Design (2nd ed. (2006). students will do this in complete sentences. vocabualary Three different levels of review and tests created.With fill in the blank notes to read chapter 9 section 2: electricity and magnetism Continue with reading as a whole class. New Jersey: Pearson. Students will create a electro-magnet Second part of class: students will be listening to and reading max axiom: magnetism A set of questions will be with the books Day 10: Class review of chapter.). and students will go to board as we find the fill in the blanks Day 9: part of class: students will create a circuit and put a compass next to it. J. They will then write what they are observing.